论公民教育的宪法目标

宪法关系主要调整国家与公民之间的关系.公民素养的提高对于国家迈向政治文明至关重要.从宪法的角度讲,就是基于宪法对公民权利的规定,需要培育适格的公民.具体而言,就是通过公民教育培育人民主权观念、宪法监督意识、参政意识,路径是通过民主与法治的意识培育,确立正当、合法的权利观.实现和巩固公民在宪法关系中的地位,逐步走向公民社会.     

教育平等权的宪法保护

教育平等权作为公民平等权的重要内容已显得越来越重要.然而现实生活中存在侵犯公民教育平等权的现象,其中一个重要原因在于忽视宪法保护.宪法保护公民教育平等权,是由宪法自身的效力和规范特点决定的.加强我国公民教育平等权的宪法保护的途径在于:培养公民宪法意识,树立教育平等的观念,修改完善宪法,建立宪法司法适用制度.     

试论大学生宪法意识的培养

宪法意识是指人们关于宪法的思想、观点、知识和心理的统称。大学生是未来社会主义建设的中坚力量，培养其人权意识、公民意识、宪法至上意识等宪法意识，主要是加强宪法知识的教育和普及，营造良好的法治环境。     

论大学生宪法意识的培养

宪法意识是社会主义法律意识的重要组成部分。培养大学生的宪法意识，是党和国家的一贯主张，是素质教育的必然要求，是实现“依法治国，建设社会主义法治国家”这一奋斗目标的基本环节。当前，对大学生宪法意识的培养，要着重加强宪法至上意识、公民意识、权利义务意识、平等意识、坚持四项基本原则的理念等方面的教育；在实践中，要在深化认识、加强宪法教育、营造一个良好的法制环境、进一步完善宪法等方面做好工作。     

论大学生宪法意识的培养

宪法意识是社会主义法律意识的重要组成部分。培养大学生的宪法意识，是党和国家的一贯主张，是素质教育的必然要求，是实现“依法治国，建设社会主义法治国家”这一奋斗目标的基本环节。当前，对大学生宪法意识的培养，要着重加强宪法至上意识、公民意识、权利义务意识、平等意识、坚持四项基本原则的理念等方面的教育；在实践中，要在深化认识、加强宪法教育、营造一个良好的法制环境、进一步完善宪法等方面做好工作。     

关于当前我国公民意识教育的几个问题

我国公民意识教育在性质上是社会主义的公民意识教育.我国公民意识教育的指导思想是马克思列宁主义和中国化的马克思主义,实践基础是中国特色社会主义建设,公民意识教育的基本内容要遵循社会主义宪法、保障公民权益、以社会主义核心价值体系为基础,公民意识教育途径包括学校教育、社会宣传教育和家庭教育.     

学历、年龄和职业与宪法意识 --湘西地区的调查与思考

湘西公民的宪法意识整体较强 ,但有三成人没读过宪法 ;宪法意识与学历、职业、年龄有直接关系 ,高学历者、教师、干部、中年人的宪法意识较强 ,低学历者、农民、学生、年青人、老年人的宪法意识较差 ;对宪法经济性规范和权力性规范的认识率高 ,对政治性规范和义务性规范的认识率低     

公民遵守宪法义务初论

不少宪法规定了公民遵守宪法的义务。对普通公民而言,遵守宪法主要是指维护宪法而非服从宪法,维护义务是伦理性质的,服从义务才具法律性质,但对公民并无直接法律效力。宪法规定公民遵守宪法的义务的主要作用在于培育公民的宪法意识和权利意识。     

谈高职法律课培养大学生宪法意识

《法律基础》课是高职大学生的必修课，是通过对大学生进行法律基础教育，培养大学生的现代法律意识的重要途径。而培养大学生的宪法意识，则是高职《法律基础》课教学的重点内容之一。宪法意识是人们关于宪法的思想、观点、知识和心理的统称，它包括对宪法的特征、本质、作用的看法，对现行宪法基本精神的深入理解，对人们行为是否合乎宪法的评价等。高职《法律基础》课作为对大学生进行法制教育的主渠道，要从高职教育的实质性特色出发，从培养应用型和技术型人才的教育特色上，对大学生进行宪法至上、公民、平等民主、权利义务、基本路线等宪法意识教育，有侧重点     

现代政治文明背景下中国公民意识现状审视与教育策略选择

公民意识是影响公民个体是否积极实现公民身份角色担当的晴雨表,全体公民普遍的公民意识有利于民主体制的健全,有利于法治秩序的建立,有利于宪法的实现。文章通过对我国公民意识现状的审视,提出要实现中国现代政治文明的持续发展,必须要在遵循宪法精神的前提下,全面加强公民意识教育。如此,人权、民主、法治这些人类政治文明成果才能获得永恒的保障。     

Citizenship,citizenship education,and the state in China in a global age

Citizenship and citizenship education change during periods of social transition, such as globalization. As globalists have argued, while globalization undermines the state, local institutions, values, cultures, and identities, it also facilitates liberal democracy and a common consumer culture. Citizenship education is urged to respond to globalization and its impact on both global and local communities. In reality, virtually no nation state adopts merely global citizenship; rather, they adopt frameworks of multileveled/multidimensional citizenship. With particular reference to citizenship education in the People's Republic of China (PRC), this paper challenges globalists' views for over‐exaggerating the domination of global forces over domestic ones. In particular, the paper examines the complicated struggles associated with the reconfiguration of the PRC's socialist citizenship and citizenship education that have occurred in response to social changes, including globalization. The paper explains the role of the PRC's state in such reconfiguration and offers a new framework that regards citizenship education as being based on different players' sociopolitical selections from a multileveled polity.     

Service learning and intercultural citizenship in foreign-language education

Service Learning, a pedagogy combining formal learning with community service, has recently developed into Intercultural Service Learning (ISL). Intercultural Citizenship Education (ICE) combines foreign-language education and education for (intercultural) citizenship. They have different origins and applications but recent work in ISL is linked to foreign language education, as is ICE. A comparison of the two reveals considerable similarities and the potential for mutual enrichment. The article first explains the two types of education and their origins and theory, and examples of each are then provided. Thus the ways in which they complement each other and the potential for further coherence and enrichment are demonstrated. In particular it is argued that foreign language education can gain from the experience and rigour of ISL to give new possibilities for language teachers.     

Citizenship,civic education and politics: the education policy context for young Australian citizens

Citizenship education in Australia is embedded throughout the school curriculum. Despite a coherent policy context for the inclusion of citizenship and civic education at all levels of schooling, the links between education and civic minded citizens are tenuous. This paper explores these connections by drawing on the views of participants in an international community service program between Western Australia and Tanzania. By situating the interview data in relation to the policy goals, the paper argues that the current policy framework ‘sanitises’ the political nature of modern citizenship. The results from this study demonstrate that students have little understanding of the connections between the civic, the social and the political realms of citizenship. These results suggest that the current policy context does not adequately prepare young people to position themselves in the political realm.     

论公民教育是全部教育的转型——公民教育意义的现代化视角分析

公民教育并非只有工具性的一面,就目的性而言,它乃是全部现代教育的终极目标.公民教育目标的确认具有中国社会与教育转型的历史必然性和现实必要性.公民教育实际上应该是、也必须是全部教育的转型乃至整体社会的改造.     

The values and virtues promoted in the proposed seventh course of study in civic education: implications for democratic citizenship and democratic citizenship education in Korea

Citizenship education in South Korea has entered a new era in terms of the course of study. The seventh course of study in civic education introduces the conception of civic virtue for school education. The identification of the ten civic virtues is a remarkable first attempt in the history of the course of study. This study, which assumes that civic virtue must be a key concept in civic education, welcomes the idea of civic virtue, since it can act as a solvent on the citizen knowledge-oriented approach of citizenship education. Nevertheless, there are some problems with the identification of the civic values and virtues, and this study argues that those civic virtues selected for the school curriculum are mostly not civic, nor clearly vital to a liberal democracy.     

A Critical Literacy Frame for UK secondary education contexts

This paper presents a pedagogical, analytical and heuristic tool for the critical analysis of texts, the Critical Literacy Frame, developed through a critical textual and discourse analysis of the genre of broadcast adversarial political interviewing, further informed by questionnaires and interviews with key informants. It is grounded in a social‐constructionist orientation to language, and is underpinned theoretically by insights from Critical Discourse Analysis and Critical Literacy. The potential for such a frame, in the context of UK secondary education, particularly with reference to A level English Language and Citizenship, is considered and recommendations for pedagogy, curriculum, teacher‐education, policy and further complementary research are offered.     

游戏与体育教学

分析、阐述游戏在体育教学各运动环节的重要作用，强调游戏不但能够丰富、活跃体育教学面且对提高学生的身体素质、心理素质均具有积极的潜移默化的影响。     

近十年我国公民（意识）教育研究述要——基于CIKI期刊的分析

建设中国特色的政治文明是我国构建和谐社会的必然要求和制度保证。公民意识作为一个关键的结构性要素,必将发挥重要的内在动力机制作用。实践证明,公民意识的短缺在一定程度上造成了我国现代化实现的思想障碍。实施公民教育,鼓励公民践行政治活动是培育公民意识的途径。     

Global citizenship education: mainstreaming the curriculum?

There has been a resurgence of interest in global education in the UK as global issues are included within the requirements of citizenship education in national curricula. This paper examines the significance attached to global citizenship through Citizenship as a statutory subject at Key Stages 3 and 4 within the National Curriculum for England. Drawing on a web‐based project funded by the UK Department for International Development, the paper analyses a number of secondary school texts designed to support teachers and students in incorporating global perspectives into citizenship education. It seeks to answer the question: in what ways is global citizenship being mainstreamed? It suggests that NGOs and commercial publishers have different but complementary approaches to resources for global citizenship and that there is a strong case for greater collaboration between the two sectors.     

Human rights,cosmopolitanism and utopias: implications for citizenship education

Citizenship education, defined as learning to live together, requires agreement on certain common principles. One central purpose of a state education system is the transmission of common normative standards such as the human rights and fundamental freedoms that underpin liberal democratic societies. The paper identifies the conceptual roots of the Universal Declaration of Human Rights (UDHR) in the sociological concept of utopia and Enlightenment cosmopolitanism. In the UDHR, the vision of freedoms that may promote human flourishing provides a precise way of conceptualising limits on state power. Whilst human rights is not a general theory, the concept has the hugely beneficial property of enabling people whose value systems are diverse and apparently incompatible, nonetheless to recognise and accept common standards and principles that make living in society possible. The implications of this are that human rights education is rightfully recognised as an essential component of citizenship education.